小学阶段的遗传与社会经济成就差距
Genetic and Socioeconomic Achievement Gaps in Elementary School
The Economic Journal · 2025 · [{"name": "Mikkel Aagaard Houmark", "affiliation": ["Aarhus University"]}, {"name": "Victor Ronda", "affiliation": ["Aarhus University"]}, {"name": "Esben Agerbo", "affiliation": ["Aarhus University"]}, {"name": "Preben Bo Mortensen", "affiliation": ["Aarhus University"]}, {"name": "Michael Rosholm", "affiliation": ["IZA - Institute of Labor Economics", "Aarhus University"]}]
中文摘要
社会经济地位在学业成就上造成的差距已被充分记录。我们的研究表明，就由教育获得多基因评分衡量的遗传差异而言，也存在一个非常相似的差距。这一遗传差距在小学阶段不断扩大，但仅体现在低社会经济地位儿童中。因此，即使出生于社会经济不利环境，高多基因评分儿童在学年期间也经历了最大的成就增长。虽然社会经济地位差距部分可由儿童进入不同社区和学校的选择所解释，但多基因评分差距并非如此。然而，即使在控制家庭固定效应后，更高的多基因评分仍与更高的尽责性和更好的主观学习环境相关。这些发现有助于我们理解遗传因素与社会经济因素如何在整个教育历程中相互作用，为制定更具针对性、更有效的教育干预措施提供了启示。
Abstract
Abstract Socioeconomic status gaps in academic achievement are well documented. We show that a very similar gap exists with respect to genetic differences measured by a polygenic score for educational attainment. The genetic gap increases during elementary school, but only among low-socioeconomic-status children. Consequently, high-polygenic-score children experience the largest achievement growth over the school years, even if they are born in socioeconomic disadvantage. While the socioeconomic status gap is partly explained by selection into different neighbourhoods and schools, the polygenic score gap is not. However, a higher polygenic score is related to higher conscientiousness and a better subjective learning environment, even conditional on family fixed effects. These findings contribute to our understanding of how genetic and socioeconomic factors interact throughout the educational journey, offering insights for developing more targeted and effective educational interventions.